Describe student and teacher
classroom observation methods for improving academic production and classroom management
In Florida, the state paid Houghton Mifflin Harcourt, a for - profit textbook publisher, $ 4.8 million to develop
classroom observation methods and nearly $ 4 million to the American Institutes for Research, a nonprofit, to create a value - added model for grading teachers based on student test scores, according to state officials.
Nonetheless, this year the Memphis school district adopted a version of D.C.'s
classroom observation method, one that reform advocates hail as revolutionary even as some critics say it stifles teacher creativity.
Not exact matches
We both believe that
classroom observation can be a useful
method of generating these data, especially when it is deployed as an improvement as well as an evaluation measure.
In our report, we introduced a
method for adjusting for the bias in
classroom observation scores by taking into account the demographic make - up of teachers»
classrooms.
Figure 1 compares the three different
methods (
classroom observations, student surveys, and student achievement gains) on reliability and predictive power.
We contend, however, that evaluations based on
observations of
classroom practice are valuable, even if they do not predict student achievement gains considerably better than more subjective
methods like principal ratings of teachers.
The initial training covered the use of the Danielson framework to rate teaching practice,
methods for collecting evidence, and best practices for conducting
classroom observations.
The plan shall describe the
methods that the school districts or BOCES shall employ to assess teachers» performance, which may include but is not limited to the following:
classroom observation, videotape assessment, self review, peer review and portfolio review.
We utilized a pre - and post-test design to measure the quantity and type of
classroom events that preservice mathematics teachers noticed before and after a teaching
methods course where improving
observation skills was an explicit goal.
Research
methods included routine and repeated
observation of reading instruction, survey and interview data regarding
classroom practices, and teacher - submitted time logs detailing reading instruction.
In those sections, the underlying question is what does media add over and above the already existing learning context --(a) the
methods classroom, (b)
classroom observations, and (c) internship experiences.
One
method is through interviews and
classroom observations over an extended period of time (Ertmer et al., 2012; Kim et al., 2013) and by using a specific
observation protocol (Looi, Sun, Seow, Chia, 2014).
Preservice teachers often struggle with making sense of what they have learned in their
methods courses about «research - based practice» and the reality that they find in the
classrooms in which they are placed for
observations and teaching experiences.
The program relies heavily on
classroom observation and mentoring, but also uses AGT scores - part of an evaluation
method known as a «value - added model» - to measure pupil progress.
Data - gathering
methods focused singularly on students, and included focus groups, written surveys, individual interviews, small group interviews, interviews anchored by
classroom observation, videotaping, audiotaping, and note taking.
Changes to teacher evaluation
methods have been driven in part by claims that traditional teacher evaluations and
classroom observations were deeply flawed, failing to identify ineffective teachers.
Local educators say they chose the D.C.
observation method — essentially a list of standards that teachers must demonstrate during a
classroom observation, such as promoting critical thinking among students or managing
classroom behavior — after looking closely at three different options.
Waiver winners rely on a range of measures and
methods for assessing teacher professional practice, including
classroom observations, self - assessments and reflection, teaching artifacts, student - learning measures, and surveys of students and parents.
This article reports on an exploratory project in which we designed an innovative interactive video
method to help preservice teachers practice critical
observation of other preservice teachers as preparation for eventually observing their own
classroom teaching on video.
And yet, the researchers argue that using test scores to make high - stakes decisions about teachers» jobs is actually a more accurate
method than previous systems, which often depended on cursory
classroom observations, pass rates on licensure tests, and degrees earned.
The
classroom management techniques described within journal entries and documented through videotaped sessions were not presented within the
methods classroom prior to the
observations.
We also designed a less sophisticated version of the interactive video
method that maintained the critical design elements of using
classroom teaching video of other preservice teachers for stimulus material and using experts»
observations as feedback.
As external evaluators for the project, our
methods included
observations of teachers» professional development,
classroom activities, and family engagement activities, as well as interviews with parents, teachers, and project team members, and surveys of teachers and parents, including family forms to track project resource use.
Many administrators are well aware of the flaws in their informal
observation methods, and at the same time, they are accountable for ensuring and reporting about specific practices that are occurring in
classrooms.
After exploring
methods of
observation and identifying how learning moments can be documented through photos, videos, and reflective practice, my focal student Grace focused her curriculum investigation project on «exploring worms» and used this assignment as an opportunity to create a documentation book for the children and families in our
classroom.
The teacher leaders developed sustainable
methods of communicating with their teams three times over the course of a month: 1) midway through the month, the teacher leaders hand back to their site colleagues copies of the reflections they wrote at the last meeting and the plans they chose to implement during the month; 2) Co-principal Maria Carriedo sends an email to all the teachers a week before each meeting to remind them to bring their
observations of their focal students; 3) teachers make notes to themselves, in a simple chart form, about the interventions and behaviors they plan to track and keep these on their
classroom walls as an easy way to document their focal students» progress.
You qualify for the GL - 5 grade level (starting salary $ 40,511) if you possess one of the following: a) One year of general work experience that demonstrates the ability to take charge, make sound decisions, and maintain composure in stressful situations; learn law enforcement regulations,
methods and techniques through
classroom training and / or on - the - job instruction; and gather factual information through questioning,
observation, and examination of documents and records; OR b) A bachelor's degree from an accredited or pre-accredited college or university; OR c) A combination of successfully completed post-high school education and general work experience.
Observations lasted for 50 minutes on 2 different days in the fall and spring each year using the interactive teaching map to document the use of the targeted teaching strategies in all conditions.37 Greater use of the experimental instructional and management
methods was observed in intervention
classrooms, as discussed elsewhere.38 Teachers» use of the experimental instructional and management
methods has been found to predict short - term variation across
classrooms in students» levels of social development constructs related to school bonding.38